Romanian Preschool Teachers' Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings

Autor/inn/en	Stefan, Catrinel A.; Rebega, Oana L.; Cosma, Alina
Titel	Romanian Preschool Teachers' Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings
Quelle	In: Journal of Early Childhood Teacher Education, 36 (2015) 1, S.61-83 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.996926
Schlagwörter	Emotional Disturbances; Behavior Problems; Preschool Teachers; Prevention; Mental Health Workers; Teacher Role; Teacher Education; Teacher Student Relationship; Well Being; Classroom Techniques; Classroom Environment; At Risk Students; Teacher Attitudes; Preschool Children; Foreign Countries; Questionnaires; Focus Groups; Romania + Suchen Sie Ihr Suchwort? Gefühlsstörung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Prävention; Vorbeugung; Psychiater; Lehrerrolle; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Klassenführung; Klassenklima; Unterrichtsklima; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Ausland; Fragebogen; Rumänien
Abstract	Researchers have emphasized the role of the teacher-child relationship on children's adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers' knowledge and strategies related to preschoolers who are at risk. Seven focus groups were conducted and were subjected to thematic analysis. Four main themes were identified: teachers' understanding of EBD, teachers' beliefs about parental behaviors as risk factors for EBD, teachers' role in preventing children's EBD, and teachers' strategies for managing EBD-related behaviors in the classroom. Teachers mainly used behavioral descriptions when referring to EBD, and differentiated between transient and clinically relevant problems. Although teachers showed awareness about their role in preventing EBD, there was insufficient procedural knowledge about strategies used to deal with such problems in the classroom. The results suggest that teachers need more training and support from mental health professionals to prevent EBD, and to ensure children's well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01